This study is an exploration of the relationship between subjectivity and pedagogy in the secondary school English classroom in South Africa during a time that can be characterised as one of considerable social change. It examines the subject positions students take up in relation to a teaching intervention that invites them to historicise their identities. In so doing, it seeks to contribute to the growing body of education research on how to meaningfully engage young people in post-conflict societies with their recent past and their shifting present, with the primary aim being to understand how these students are positioning themselves in relation to the changing sociopolitical context. The research was conducted in two Grade 11 English classrooms, one a de(re)segregated former Model C school and the other an elite private school. The research design is a two-case case study, employing ethnographic tools to generate a multi-layered and multifaceted understanding of the students’ engagement in all its forms. Poststructuralist theories on discourse and subjectivity form the theoretical framework for this study, informing both the methodology and the data analysis. At the heart of this lies Foucault’s notion of the discursively constructed subject, extended through the work of Stuart Hall, Chris Weedon, Bronwyn Davies and others in ways that facilitate their application to individual subjectivity, particularly in relation to the classroom as a pedagogically structured discursive space. The data is subjected to poststructuralist discourse analysis, adjusted to suit the mode and type of data which includes, inter alia, the analysis of a multimodal artefact, analysis of performative classroom talk and moment-by-moment analysis of classroom interaction. The analysis shows that students’ subjectivities are not fixed but shift in ways that are contingent on the pedagogic context. Such shifts are particularly noticeable when there is a shift in the interactional situation; when students move between different semiotic modes; or when they are provided with the opportunity for extended conversational interaction around an issue. In addition, students’ participation in the section of work on South Africa’s Truth and Reconciliation Commission (TRC) shows that engaging with the past in post-apartheid South African classrooms can have unpredictable results. Students’ resistance to engaging with recent history seems to be related to discomfort with the ways in which the grand narrative of the past works to position them in racialised ways. While there is evidence of students seeking to ‘unfix’ racialised subject positions, it is also clear that past discourses linger. Despite their desire to be rid of the past, students’ subject positions are frequently tied to their historically constructed locations in the sociopolitical and economic landscape of South Africa. These ambiguities and contradictions are viewed in part as a function of the complexity of the relationship between subjectivity and pedagogy, where what students are able to say and who they are able to be is shaped by the discursive structure of the classroom space. Ultimately it would seem that more serious consideration needs to be given to ways of developing a pedagogy that is able to tolerate contingency and heterogeneity and that would have relevance not only in post-conflict contexts but also beyond. Keywords: subjectivity, pedagogy, poststructuralist discourse analysis, positioning, identity, English classroom, TRC, multimodal artefact, classroom talk, South Africa

Syftet med studien var att skapa kunskap om barns uppfattningar om fysisk aktivitet och rörelselekar samt hur detta kunde få mer utrymme i den pedagogiska fritidshemsverksamheten. De forskningsfrågor som undersöktes i studien var ”Hur uppfattar barnen fysisk aktivitet och rörelselekar?” och ”Hur ska fritidslärarna lägga upp den pedagogiska verksamheten för att främja fysisk aktivitet och rörelselek enligt barnen?”  Studien utgick från ett socialkonstruktionistiskt perspektiv och barns perspektiv. I studien användes kvalitativ forskningsmetodik i form av samtalspromenader (Klerfelt & Haglund, 2011). Resultatet visade att barn upplevde leken som något lustfyllt och som något de gjorde tillsammans. Barnen beskrev att de föredrar lek med mycket rörelse i. Beskrivningarna handlade om lekar utomhus, en av de mest populära lekarna kallade de ”13 till 0”, vilket var en variant på ”kurra gömma”. Resultatet visade också på vilket sätt den fysiska och sociala miljön begränsade leken inomhus och utomhus, och även hur fritidshemspersonalen kunde möjliggöra mer lek och rörelse. Rörelseleken inomhus var begränsad men pingisrummet var en av få platser många av barnen kände att de fick röra på sig på. Utomhus gavs bättre möjligheter till rörelse, dock framgick det att konflikterna som uppstod skulle kunna förhindras om fritidshemspersonal agerade övervakare eller medspelare.

The aim of this study was to examine how women and men are presented in the public service entertainment journalism, and more exact how they are presented in the Swedish-Norwegian television talk show Skavlan and what roles they are assigned to in Skavlan. The main question for this study was “What roles are assigned to women and men in Skavlan?” With roles, I mean roles that are connected to the aspect of power between women and men that can be found in gender-theory. To answer the main question and the purpose of the study I analyzed four interviews from the latest season of Skavlan where both men and women are being interviewed, using critical discourse analysis according to Fairclough.  The result of the study shows that women and men are assigned to different kind of roles in Skavlan and the roles are gender stereotyped. Men are assigned to roles such as authoritarian and knowing and women are assigned to roles such as responsible and high-performance. Men are also presented as superior to the woman and in the majority of the interviews men are using verbal suppression techniques against each other and against women. Sometimes it can also be perceived as if women are using verbal suppression techniques, even if it’s more obvious that men are using it.

Made available in DSpace on 2016-07-27T13:53:26Z (GMT). No. of bitstreams: 1 Adriana Aparecida Rodrigues da Silva.pdf: 1837892 bytes, checksum: d20585ae1dee458a559416f9548344c5 (MD5) Previous issue date: 2015-06-29 / This work has as study object the participation of children in conversation circles in the context of early childhood education and seeks to elucidate it from the following key questions: What are the forms and meanings of childrens participation in the conversation wheel? You can see changes in the educational and pedagogical action from what children bring to the conversation on the wheel? The objective is to recognize elements and strategies that enable and - or limit the participation of children at these times. Authors such as Gaitán, Hart, Fernandes, Espinar, Sarmento and Coutinho are taken as references to studies and research. Despite numerous possibilities of understanding on the participation of children in the conversation wheel, here it is taken as a place that allows the political and educational participation of these subjects. An analysis of academic productions was performed (theses and dissertations) entered in the CAPES thesis database in the last five years in order to meet the Brazilian productions on the subject. In the field research, according to pre-established criteria, we tried to observe the participation of children of four (4) years of age in times of conversation wheel, made from the conduct of teachers, in five (5) Municipal Centres Education Infantil - CMEI - the city of Goiania. In total documented nineteen (19) times through filmic records. There were also interviews with professionals. To achieve the set goals, we proceeded to the analysis of the contents in the light of the theoretical framework of Historical and Dialectical Materialism, which is based on discussions of human production and its constituent links in history, the movement, the class contradictions and action - activity among humans. The results of this research indicated the conversation wheel as a highly instrumented activity and organized from adult conceptions, with regard to the routine and living together. The chapters of the dissertation discourse on issues that, articulated and located in the historical, social and cultural context, give texture to the proposed theme. The discussions of the chapters are as themed: childhood, child rights and child participation; political and pedagogical importance of participation in the conversation wheel; between children and adults: the role on the wheel; possibilities and limits of participation of children in the conversation runs on Early Childhood contexts. The research enabled us to understand aspects of the meaning and significance of participation in this educational activity performed in daily life of the institutions and their role in educational practice. / A presente dissertação tem como objeto de estudo a participação das crianças nas rodas de conversa no contexto da Educação Infantil e procura elucidá-la a partir das seguintes questões centrais: Quais as formas e significados da participação das crianças na roda de conversa? É possível perceber alterações na ação educativa e pedagógica a partir do que as crianças trazem para a conversa na roda? Objetiva-se reconhecer elementos e estratégias que possibilitam e-ou limitam a participação das crianças nesses momentos. Tomam-se como referências de estudos e pesquisas autores como Gaitán, Hart, Fernandes, Espinar, Sarmento e Coutinho. A despeito das inúmeras possibilidades de compreensão sobre a participação das crianças na roda de conversa, aqui ela é tomada como lugar que possibilita a participação política e pedagógica desses sujeitos. Foi realizada uma análise das produções acadêmicas (teses e dissertações) inscritas no banco de teses da Capes nos últimos cinco anos com o intuito de conhecer as produções brasileiras sobre a temática. Na pesquisa de campo, de acordo com critérios preestabelecidos, buscou-se observar a participação das crianças de quatro (4) anos de idade nos momentos de roda de conversa, realizados a partir da condução das professoras, em cinco (5) Centros Municipais de Educação Infantil - CMEI - da cidade de Goiânia. No total foram documentados dezenove (19) momentos, por meio de registros fílmicos. Realizaram-se, também, entrevistas com as profissionais. Para alcançar os objetivos definidos, procedeu-se às análises dos conteúdos à luz da matriz teórica do Materialismo Histórico Dialético, que se baseia nas discussões da produção humana e seus nexos constitutivos na história, no movimento, nas contradições de classe e na ação-atividade entre seres humanos. Os resultados dessa investigação indicaram a roda de conversa como uma atividade altamente instrumentalizada e organizada a partir das concepções dos adultos, no que se refere à rotina e à convivência coletiva. Os capítulos que compõem a dissertação discorrem sobre temáticas que, articuladas e situadas no contexto histórico, social e cultural, dão tessitura ao tema proposto. As discussões dos capítulos estão assim tematizadas: infância, criança, direitos e participação infantil; a importância política e pedagógica da participação na roda de conversa; entre criança e adultos: o protagonismo na roda; possibilidades e limites da participação das crianças na roda de conversa em contextos de Educação Infantil. A pesquisa possibilitou compreender aspectos do sentido e significado da participação nessa atividade pedagógica realizada no cotidiano das instituições e o seu papel na prática educativa.

Television has often been considered a safe haven for female performers, especially comedians. But in fact, women have often been marginalized – narratively and institutionally – within the medium of television. While there has been a promising increase in the number of creative and professional opportunities afforded to women in TV, there is one arena in which women have historically been, and continue to be, excluded: late-night comedy. As the first female late-night talk show host, Joan Rivers is central to the history of broadcast television and American comedy. While some (but not much) work has centered on Rivers’ impact as a comedian, little of this research has contextualized her career through the industrial frameworks of late-night broadcasting. From starting out as a standup comedian, to becoming Johnny Carson’s permanent guest host in the 1980s, to acrimoniously splitting with Carson and NBC for the opportunity to host her own late-night program, Rivers creatively performed her gender in order to differentiate herself as the singular female host in late night. From a feminist media studies perspective coupled with a historical analysis of Rivers’ professional trajectory in late-night comedy, this thesis will uncover the systemic, personal, and gender-specific factors that contributed to Rivers’ initial success, yet ultimate exile from late night.

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Este trabalho se alinha a estudos de vertente sociocultural que buscam descrever organizações interacionais entre múltiplos participantes que oferecem condições para a produção conjunta de conhecimentos no plano social (HEWITT, 2004; SCHULZ, 2007; ABELEDO, 2008; BULLA, 2007; STAHL, 2011, SALIMEN; GARCEZ, SALIMEN, 2011, entre outros). Tendo como ponto de partida descrições já realizadas sobre a relação entre perguntas na organização da fala-em-interação de sala de aula e a criação de oportunidades de construção de conhecimentos nesse cenário, o objetivo é descrever a mobilização de perguntas em um laboratório de desenvolvimento de tecnologia de ponta, onde – diferentemente do que costuma ocorrer em sala de aula – não há um participante que se coloca na posição de quem detém de antemão o conhecimento a ser produzido: um laboratório de tecnologia de ponta. Partiu-se de um corpus de 38 ocorrências de resolução de problema identificadas por Kanitz (2013) em 60h de registros audiovisuais gerados no laboratório investigado. Foram selecionados dois segmentos interacionais cujo início é típico do que ocorre na totalidade dos dados: um participante pede a ajuda de outro, mas em cada um deles o participante que pede ajuda projeta uma posição epistêmica distinta em relação ao outro e à solução do problema Na análise, foram focalizadas as perguntas mobilizadas pelos participantes ao longo de cada segmento e descreveu-se de que modo sua mobilização contribuiu (ou não) para a resolução do problema. Sustenta-se que ao mobilizarem perguntas no laboratório de tecnologia investigado os participantes: 1) implementam ações diversas para resolver os problemas ligados aos projetos do laboratório; 2) calibram, sustentam e negociam seus status epistêmicos, o que é decisivo para a resolução dos problemas que eles enfrentam; e 3) ratificam e sustentam a participação e a competência de cada um para o trabalho colaborativo de resolução do problema. Portanto, é mediante trabalho interacional custoso, com orientação constante a esses três aspectos, que os participantes criam condições para produzir em conjunto o conhecimento necessário para resolver os problemas que emergem das atividades ligadas aos projetos do laboratório. A investigação realizada oferece contribuições para estudos de fala-em-interação interessados em descrever modos de organizar a produção de conhecimento, ao documentar um desenho organizacional em que perguntas são recursos disponíveis a todos os participantes para implementar ações diversas orientadas à resolução de problemas derivados de projetos. Por extensão, a pesquisa oferece subsídios para a defesa de uma pedagogia baseada em projetos. / This work aligns to sociocultural studies that aim to describe interactional organizations among multiple participants that provide conditions for joint production of knowledge (HEWITT, 2004; BULLA, 2007; SCHULZ, 2007; ABELEDO, 2008; SALIMEN; GARCEZ, SALIMEN 2011; STAHL, 2011, among others). Taking as starting point previous descriptions of the relationship between questions in the organization of classroom interaction and opportunities for knowledge production in this setting, the aim here is to describe the mobilization of questions by participants in a leading technology center, where – unlike what usually happens in traditional classroom – there is no participant who stands in the position of someone who has the knowledge to be produced by the others. From a corpus of 38 problemsolving instances identified by Kanitz (2013) in 60h of audiovisual records generated in the laboratory, two segments were selected. The start of each segment is typical of what occurs in the overall data: a participant asks help for the other, but in each instance the participant who requests help projects a distinct epistemic position in relation to the other and to the solution of the problem The analysis focused on the questions mobilized by the participants along the segment and the extent to which their mobilization contributed (or not) to solve the problem at hand. It is argued that participants mobilize questions in the technology lab to: 1) implement several actions to solve problems related to projects of the lab; 2) calibrate, support and negotiate their epistemic status, which is decisive for the resolution of problems they face; and 3) confirm and support participation and competence of each one for the collaborative work of solving problems. It is by costly interactional work, with constant orientation to these three aspects, that participants create conditions to produce the knowledge needed to solve the problems that emerge from the activities related to the lab projects. The investigation contribute to studies of talk-in-interaction interested in describing ways of organizing knowledge production, since it documents an organizational design in which questions are resources available for all participants to implement various activities oriented to the resolution of problems derived from projects. By extension, the research contributes for the defense of a pedagogy based on projects.

Le service, basé sur de nombreuses ressources verbales et multimodales, est déterminant dans l’organisation de la prise de repas au restaurant. Dans le cadre de ce travail de recherche, nous nous sommes particulièrement intéressée aux interactions se déroulant entre le personnel de service et la clientèle grâce à la collecte d’un corpus d’enregistrements vidéo réalisée en situation naturelle, au sein de plusieurs restaurants. Ce travail empirique, mené dans une perspective praxéologique et interactionnelle, nous a permis de dégager plusieurs phénomènes interactionnels constitutifs des pratiques professionnelles de service. Les phénomènes dégagés nous permettent de souligner l’importance et la complexité des différentes ressources mises en œuvre par les participants dans l’organisation et l’ordonnancement de leurs activités. L’analyse se focalise tout d’abord sur les pratiques par lesquelles le personnel de service ouvre régulièrement l’interaction avec les clients, puis aux différents usages de la carte, et enfin à l’organisation du choix et à l’emploi de catégories ad hoc lors de la prise de commande des plats et des vins. L’enjeu de ce travail est de comprendre l’organisation détaillée des interactions entre personnel de service et clients et ainsi, de souligner leurs caractères fondamental et structurant dans l’expérience de restauration. / Based on a rich array of verbal and multimodal resources, the service is crucial in the organization of the meal at restaurant. Within this study, we are particularly interested in the interactions taking place between service staff and customers. On the basis of a corpus of video recordings realized in natural settings within several restaurants, the empirical analyses have been carried out within a praxeological and interactional perspective. Several interactional patterns within professional practices of service have been identified. These phenomena allow us to underline the importance and the complexity of various multimodal resources implemented by the participants in the organization and the coordination of their activities. This study is interested first of all in the practices by which service staff opens regularly the interaction with customers, then in the various uses of menu, and finally in the organization of the choice and the use of ad hoc categories during the order-taking of dishes and wines. The issue is to understand the detailed organization of the interactions between service staff and customers and so, to underline their fundamental and structuring character for the dining experience.

O objetivo deste estudo foi investigar os efeitos da autofala na aprendizagem motora. A tarefa utilizada foi o forehand do tênis de campo. Oitenta e quatro universitários foram divididos em cinco grupos experimentais e um controle (n = 14). Dentre os grupos experimentais um deles utilizou-se de quatro dicas para direcionamento da atenção a elementos-chave da rebatida, os demais fizeram uso de apenas uma das quatro dicas (bola, quique, bater, pronto), já o grupo controle recebeu somente instruções gerais fornecidas a todos os participantes. Na fase de aquisição todos os grupos realizaram 180 rebatidas divididas em 60 por dia. Em seguida, eles realizaram um teste de transferência contendo 10 rebatidas com mudança da direção do outro alvo e, após 5 dias, um teste de retenção contendo 10 rebatidas nas mesmas condições da fase de aquisição. A variável dependente foi o acerto ao alvo localizado na quadra adversária. Os resultados mostraram que todos os grupos melhoraram os desempenhos na fase de aquisição, os quais foram mantidos nos testes de transferência e retenção. Entretanto, não foram encontradas diferenças entre os grupos. Concluiu-se que as aprendizagens do forehand com e sem a autofala apresentaram efeitos similares. E, ainda, que a autofala sobre quatro aspectos da tarefa foi similar àquelas com autofala de apenas um aspecto / The aim of this study was to investigate the effects of self-talk on the motor learning. The task was the forehand of the tennis. Eighty-four students were divided into five experimental groups and one control group (n = 14). One of the experimental groups used four cues for directing attention to key elements of forehand. The other groups have made use of only one of the four cues (ball, bounce, hit, ready), and the control group received only general instructions. In the acquisition phase all groups performed 180 trials which were divided into 60 per day. Then they performed a transfer test of 10 trials involving a shift in the target direction and, after 5 days a retention test was run with ten trials in the same conditions of the acquisition phase. The dependent variable was the hit to the target located in the opponent\'s court. The results showed that all groups improved their performances in the acquisition phase, which were kept in the retention and transfer tests. However, no differences were found between groups. It was concluded that the learning of the forehand with and without self-talk showed similar effects. And, that self-talk of four aspects of the task was similar to those with self-talk of only one aspect

This study is inspired by a desire to revisit Anyon's Social Class and the Hidden Curriculum of Work (1980) in a more contemporary context, one that responds to calls in the research on the socioeconomic achievement gap for deeper investigation into the heterogeneity of the middle class. More specifically, the research examines five middle class American high schools in Massachusetts, and asks the question, 'How is classroom 'work' different across these schools, thirty years after Anyon's study'? This study employs several methods of analysis including Anyon's ethnographic observational analysis and a corpus linguistic analysis. It also uses reflexive interviews to review initial findings and integrate participant input into the data itself. I also draw upon the data in light of previous frameworks to develop a new framework for looking at smaller differences in teacher talk, lessons and classroom instruction that is more fit for purpose. Through these ethnographic observations and reflexive interviews, this study reveals that even across schools that are considered to belong to the same socioeconomic class - the middle class - differences in instruction and lessons can be clearly observed. The body of literature discussing the middle class, in terms of the diversity within it, is very small, this extensive study contributes to this knowledge, and hopefully creates avenues for further research. Using Anyon's approach of observing 'work' across social class in classrooms this research builds on Anyon's findings in a contemporary context. Insight into the ways in which difference manifests in smaller ways in the classroom may be fundamental in understanding how small differences compound across the socioeconomic spectrum. The impact of this research on the socioeconomic achievement gap is a better, more complete, look at the picture of how the distribution of resources across the socioeconomic spectrum plays a role in classroom differences.